We believe that we are responsible for providing infants, toddlers, and young children with positive learning experiences where children are encouraged to learn through meaningful relationships with and alongside other children from diverse cultures and ethnicities. At Magicland each child’s own cultural identity is acknowledged and celebrated along with children’s independent, strong, free spirited individuals who are capable in making their own decisions, working together, problem solving, and leading their own learning.

We acknowledge Te Whariki, the New Zealand Early Childhood Curriculum, as a fundamental basis for our practice. We incorporate Te Reo Maori into our daily practices with our tamariki. Our centre is also strongly inspired by the educational philosophy of Reggio Emilia in Italy, where educators see children as competent, full of potential, and capable of building their own theories. The Reggio Emilia approach to education has given us the knowledge into carrying out in-depth ‘projects’ on particular topics that are undertaken by small groups of children and educators with participation from whanau. This approach has opened our eyes to the importance of the environment as a means of being ‘the third teacher’. We also strive to provide an aesthetic environment where there is order and beauty in the organisation of materials, where every corner of space has a purpose, and where great attention is given to the look and feel of the room. This in turn inspires educators and children to work together as researchers.

The environment is inviting, enriching, and nurturing. It is a place where children and their whanau have a sense of belonging and security. We recognise the importance of a safe, unhurried stimulating, and peaceful environment that is respectful and empowering for each child. We strive to provide an environment that provides vast interactive opportunities to challenge children’s thinking and is reflective of the children’s skills and interests. Through these interests the children, develop their sense of curiosity, creativity, and exploration, educators extend the children’s knowledge and learning.

We are enthusiastic, positive, and professional. We strive to be a community of learners and always aspire to exceed our teaching practices underpinned through ongoing professional learning and up to date theories. We believe education is not devoted to a product but to a process, a spiral progression we are all partners in. We value making time to listen and support children to know themselves and treasure each child’s gifts, curiosities, passions, and potential. We view children as life-long learners, capable of contributing knowledge and understanding as global citizens. Our strong influence of Reggio Emilia is reflected in our class meetings with the children, in the way we ‘listen’ to each individual child (with our ears, eyes, and heart).

We acknowledge Maori as tangata whenua and encourage partnerships with all whanau through the concept of whanaungatanga. Whanau are encouraged to share their aspirations for their children as learners with a strong sense of identity, language, and culture. We encourage constant reciprocal communication between whanau, staff, and the centre as a whole.